Supporting Executive Functioning in a Play-Based Environment

This project examines how executive function is exercised in a New Zealand primary school. aimed to bring together two fields of research: current conceptions functioning and the features high-quality play-based environments, uncover skills children play supports teachers employ their development. 
 To implement project, consideration was given creating an environment that demonstrated quality practices support development functioning. The action research design undertaken three iterations included 16 Year 1 2 student participants. first focused on capturing behaviours using researcher observations audio recordings, third used third-party capture teacher behaviour. An observational tool developed by Moreno et al., (2017) adopted analyse for markers function.
 findings suggested primarily occurs as conversations outside itself it sets rules allow suspension reality push narrative forward. maximise guided play, can use range verbal students' provide many opportunities organise cognition self-directed with intentional adult. These are significant because they trends place functions back into contexts which embedded (Doebel, 2020). ground these practice, several classroom-ready resources were created. A reflective questionnaire stocktake shift them towards promoting function. questioning prompt linked items tool. checklist determine strengths areas adapted from Stowell (2018). Future would focus classroom practitioners could everyday 0–2 classrooms wanting develop environment.